Lesson Topic: Creating a slide for the rich multimodal text
Learning Area/s: Environments
Lesson Focus: This lesson is designed to allow students the opportunity to manipulate the photographic image created in the previous lesson. They will work in their sustainability groups to edit the image highlighting specific visual elements and adding a piece of written text that will be directly transferred into their final multimodal text. Specific focus will be placed on how meaning is made through the combination of visual and written elements.
Outcomes:
ENS2.6 - Environments - Describes people's interactions with environments and identifies responsible ways of interacting with environments/
Identify the impact of plastic bags on the natural world.
TS2.1 - Talking and Listening - Communicates in informal and formal classroom activities in school and social situations for an increasing range of purposes on a variety of topics across the curriculum.
Participates in group discussions
Justifies a point of view with supporting evidence e.g. why a specific visual element should be emphasised on the photograph
WS2.12 - Writing - Used joined letters when writing in NSW Foundation Style and demonstrates basic desktop publishing skills on the computer.
Utilises photoshop software to manipulate their group photograph (lesson 6)
Uses appropriate tools to edit the photograph emphasising chosen elements of visual grammar.
Inserts text to compliment image and enhance meaning.
Resources:
5 Computers (with group photographs from lesson 6 uploaded, saved and easily accessible)
Explain that during this lesson the students will work in their sustainability groups to edit the photographs taken in lesson 6 by using the tools on Adobe Photoshop to emphasise certain visual elements and enhance meaning. They will also be inserting a fact/opinion.statement/small piece of text that compliments their photograph. Explain that this photogrpah will be used directly in their final video campaigns.
Ensure all students can see the IWB. Place the 'family with bags' image from lesson 6 on the IWB and demonstrate how to open the file in Adobe Photoshop. Model how to use the various tools to add text and manipulate the visuals. Allow students to come up to the IWB and make changes to the photograph. As a class discuss how these changes effect the overall meaning created by the image.
Students offer suggestions/make changes to the family of bags image on the IWB and explain how these changes effect the meaning created. Certain elements that might be edited include the framing, the colour choice (black and white/sepia), zooming, blurring certain sections etc.
Direct groups to their computers. Ask one group member to upload their photograph from Lesson 6 into photoshop. Hand out the groups' visual grammar checklist from Lesson 6 to remind them what elements they were focusing on highlighting in their photograph. Allow students the opportunity to experiment with photoshop to edit their image.
Circulate the room and ask groups to explain what features of their photograph they are editing and why. Ensure that individual students are able to identify what visual grammar features they are focusing on and the overall effect that the changes they are making will have.
Sustainability groups review their visual grammar checklist from lesson 6 and experiment with photoshop to edit their photograph and enhance the meaning conveyed from their image.
20 minutes
5 computers with Adobe Photoshop software and group photographs from lesson 6 uploaded t the network.
Visual grammar checklists from lesson 6
Remind the groups of the written text that needs to be added to the image. In Lesson 6 students considered the text they would use to accompany their image. Ask groups to reflect on this (making changes if necessary) and to use the photoshop software to insert this piece of text onto their image. They may choose to insert a fact, an opinion, a slogan, a label of some kind, a piece of persuasive language, a speech bubble etc. They also may choose to present this text anywhere n the image that they feel best suits their message.
Groups add a small piece of text to their photograph that compliments the visual and enhances meaning.
10 minutes
Concluding Strategy
Via the connected school network, access each groups' saved image on the IWB. Two representatives from each group will come to the front and present their edited image to the class. Before explaining the meaning behind the visual, provide the rest of the class with an opportunity to offer suggestions as to the meaning of the visual. Also ask students to identify the visual features employed by each group in their completed work. Representatives from each group then add any extra information and explain how their group achieved the finished product.
Conclude with a discussion on the way in which visuals and written text can work together to create meaning. Ask students to elaborate on how they did this during the lesson and the effect they believe it had on the meaning making process.
Groups present their image to the class via the IWB.
Remaining students analyse the presenting group's image and discuss their interpretation of the visual. They also suggest what elements they believe the group has employed and discuss how the written text changes/adds to meaning.
10 minutes
IWB
Completed images (accessed through the network)
Assessment:
General Observation Notes - Observe and note whether groups are able to insert text that compliments the image. Were students able to explain how the combination of written text and visual grammar contribute to the meaning making process? Were the student able to effectively participate in small group discussions? Were students able to present their image to the class accompanied with an explanation of their editing choices?
Work samples - Looking at both the checklist from Lesson 6 and the completed image from this lesson, were groups able to translate their visual grammar/written text intentions to their finished product. Assess whether the groups appropriately incorporated these elements on the actual image. Were the students able to translate their environmental content knowledge to create an effective visual image.
Special Considerations:
Students/Groups requiring further support may refer to the modeled example from the introductory activity (keep this open on the IWB). In addition create a support circle in the middle of the room where students can come to receive support/advise. Alternatively the teacher can circulate the room addressing any of these problems.
Extension activity for fast finishers - For students who did not complete the extension activity fro Lesson 6, students can work together in a group to create a slogan to which will be used in the final ‘Jaycut’ production at the end of the unit.Those students who have completed this can use the photoshop software to create a graphic of this slogan that may be used i their final multimodal text.
Self-reflection/Evaluation:
-Did the learning experiences closely link to the English and HSIE outcomes? And did students achieve these outcomes? If not, what would need to be modified? -Were students able to competently apply the different operations of the Photoshop software to edit and enhance their visual image? -How effective were the learning experiences in terms of enhancing students understanding of the environmental issues concerning plastic bags? -Were the resources used appropriately for the lesson? -What modifications should be made when teaching this lesson in the future?
ENS2.6 - Environments - Describes people's interactions with environments and identifies responsible ways of interacting with environments/
TS2.1 - Talking and Listening - Communicates in informal and formal classroom activities in school and social situations for an increasing range of purposes on a variety of topics across the curriculum.
WS2.12 - Writing - Used joined letters when writing in NSW Foundation Style and demonstrates basic desktop publishing skills on the computer.
Ensure all students can see the IWB. Place the 'family with bags' image from lesson 6 on the IWB and demonstrate how to open the file in Adobe Photoshop. Model how to use the various tools to add text and manipulate the visuals. Allow students to come up to the IWB and make changes to the photograph. As a class discuss how these changes effect the overall meaning created by the image.
Family of bags image
Circulate the room and ask groups to explain what features of their photograph they are editing and why. Ensure that individual students are able to identify what visual grammar features they are focusing on and the overall effect that the changes they are making will have.
Visual grammar checklists from lesson 6
Conclude with a discussion on the way in which visuals and written text can work together to create meaning. Ask students to elaborate on how they did this during the lesson and the effect they believe it had on the meaning making process.
Remaining students analyse the presenting group's image and discuss their interpretation of the visual. They also suggest what elements they believe the group has employed and discuss how the written text changes/adds to meaning.
Completed images (accessed through the network)
General Observation Notes - Observe and note whether groups are able to insert text that compliments the image. Were students able to explain how the combination of written text and visual grammar contribute to the meaning making process? Were the student able to effectively participate in small group discussions? Were students able to present their image to the class accompanied with an explanation of their editing choices?
Work samples - Looking at both the checklist from Lesson 6 and the completed image from this lesson, were groups able to translate their visual grammar/written text intentions to their finished product. Assess whether the groups appropriately incorporated these elements on the actual image. Were the students able to translate their environmental content knowledge to create an effective visual image.
Students/Groups requiring further support may refer to the modeled example from the introductory activity (keep this open on the IWB). In addition create a support circle in the middle of the room where students can come to receive support/advise. Alternatively the teacher can circulate the room addressing any of these problems.
Extension activity for fast finishers - For students who did not complete the extension activity fro Lesson 6, students can work together in a group to
create a slogan to which will be used in the final ‘Jaycut’ production at the end of the unit.Those students who have completed this can use the photoshop software to create a graphic of this slogan that may be used i their final multimodal text.
-Did the learning experiences closely link to the English and HSIE outcomes? And did students achieve these outcomes? If not, what would need to be modified?
-Were students able to competently apply the different operations of the Photoshop software to edit and enhance their visual image?
-How effective were the learning experiences in terms of enhancing students understanding of the environmental issues concerning plastic bags?
-Were the resources used appropriately for the lesson?
-What modifications should be made when teaching this lesson in the future?